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ERIC Number: EJ1053794
Record Type: Journal
Publication Date: 2014-Oct
Pages: 14
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-1307-9298
How Reading Volume Affects Both Reading Fluency and Reading Achievement
Allington, Richard L.
International Electronic Journal of Elementary Education, v7 n1 p13-26 Oct 2014
Long overlooked, reading volume is actually central to the development of reading proficiencies, especially in the development of fluent reading proficiency. Generally no one in schools monitors the actual volume of reading that children engage in. We know that the commonly used commercial core reading programs provide only material that requires about 15 minutes of reading activity daily. The remaining 75 minute of reading lessons is filled with many other activities such as completing workbook pages or responding to low-level literal questions about what has been read. Studies designed to enhance the volume of reading that children do during their reading lessons demonstrate one way to enhance reading development. Repeated readings have been widely used in fostering reading fluency but wide reading options seem to work faster and more broadly in developing reading proficiencies, including oral reading fluency.
International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A